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ERIC Number: ED080313
Record Type: Non-Journal
Publication Date: 1973-Mar
Pages: 19
Abstractor: N/A
Reference Count: N/A
The Interpretation of Student Performance on Evaluative Tests.
Aikenhead, Glen S.
Reported is a study on the use of quantitative data in evaluating a science course for the purpose of introducing an alternative form of information presentation capable of supplying qualitative feedback valuable to students, teachers, and curriculum developers. Fifty-five teachers, randomly selected during the 1967-68 Project Physics (PP) experimental period, were classified as the PP trial, non-PP control, and PP experienced groups. Results of the pretest and posttest of the Test on Understanding Science and the Science Process Inventory taken by 1,188 randomly selected students, 921 in PP course and 267 in non-PP course, were used in this study. Quantitative t-test findings were considered as usable only in speculation of the nature of group differences. The McNemar chi square item analysis was introduced to identify areas of knowledge and specific ideas for which students showed a significant increase or decrease in understanding. The PP course was found superior to non-PP courses in four aspects: science tactics, value of science, instruction function of science, and science-society interaction. The increased specificity of qualitative analysis led to high-quality feedback. (CC)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: Saskatchewan Univ., Saskatoon. Dept. of Curriculum Studies.